After reading all the articles, I have learned that online and face-to-face facilitation has received proper examination reverently. According to research, a growing body of literature seeks to identify and describe professors’ roles online and how instructional strategies affect online learning. The concept of Intersubjectvity was a revelation for me, as I never thought about the shared understanding between student and professor in the online environment. Recognizing that teachers and students use a wide range of interpersonal skills to communicate in the online classroom is important for online course facilitator to utilize when one find oneself in an asynchronous setting.
It is also important to ensure that online instruction is managed by a proficient online instructor and the teaching and learning strategies should be based on instructional design. All the readings really help me to understand how important it is to employ teaching and learning strategies that are media rich and appropriate so that participations experience social presence while online. Feeling that you are part of a team is another important factor when teaching in synchronous and asynchronous environments.
The concept of structuredness is similar to what is called classroom management. In order to effectively teacher in a face-to-face setting or online, clear guideline, rule, consequences, and procedure should be made clear to all participants day one. Although I do not have a group to lead for the FIT project, I have read some of the student’s posts/responses and have a feel as to who is who and what each one brings to the table. I am in the process of developing my teaching approaches and management skills I will use once get the opportunity to lead a discussion and support the FIT group. What I would like to do when it is my turn to work on the FIT project is dialogue with my two group members and approaches the FIT project as a team that way; we can share our insight about online discussions and management skills.
